Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching

By L. Halim, S. Meerah. 2002

242 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/87236b61d44ef08f0e24bc4c1b159e9c5b641b55

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In Education

Citations in the corpus

The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example (2009, background): “These kinds of relationships between subject matter knowledge and the components of the pedagogical knowledge of science teachers were also reported by Halim and Meerah ( 2002 ).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “It is straightforward that content knowledge enhances teachers’ understanding of student conceptions and common errors (Friedrichsen et al., 2009; Halim & Meerah, 2002; van Driel et al., 1998).”
Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education (2008, background): “In addition, even when teachers are aware of misconceptions, they are unlikely to use any knowledge of misconceptions in their instruction (Halim and Meerah 2002).”
Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth (2009, methodology): “Experts are more aware of the conceptual difficulties among children (Halim & Meerah, 2002 ; Hashweh, 1987 ), but according to Mapolelo ( 1999 ), CK had no effect.”
The Development of Prospective Secondary Biology Teachers PCK (2013, background): “To document incoming PCK, we administered a lesson-planning task based on the van der Valk and Broekman (1999)lesson preparation method, a data collection method that numerous researchers have used to investigate teachers’ knowledge about teaching science content at a specific grade level (Friedrich”
Pedagogical content knowledge in science education: perspectives and potential for progress (2009, unknown): “For example, Halim and Meerah ( 2002 ) studied the PCK utilised for teaching physics concepts by 12 pre‐service teachers with varied science degree backgrounds.”
Teachers’ Content Knowledge and Pedagogical Content Knowledge (2013, background): “…pre- and inservice teachers often themselves have misconceptions and fragmented knowledge that limit, for example, their response to student conceptions or their ability to create cognitively challenging learning situations (Haidar, 1997; Halim & Meraah, 2002; Van Driel, Verloop, & De Vos, 1998).”